List the items you worked on and/or completed each day.
What road did you choose? Thoughts Reflections Concerns Inspirations Contemplations
5/7/12
Today we got all the the papers and information we needed for the project
Today, I feel somewhat overwhelmed because of all the papers and information my class got today. All the papers are saved, and Im starting to get an idea.
5/8/12
Today, I chose my research topic, Rob Dyrdek, and emailed Mrs.Dabrush my choice.
I'm glad I chose Rob as a research project, and I am excited to do this project.
5/10/12
Today, I completed a proper citation for one of my resources.
The information was difficult to find, because all the sites did not have authors names posted.
5/16/12
Today, I worked on my FQI sheets, and began creating a character for the writing in class
.I feel like this character will come into something I'll work on later.
5/18/12
Today, I worked on finding information for the FQI sheets, but am having trouble finding proper websites.
5/22/12
Today, we began writing the Narrative, in which I'm using my character.
5/28/12
Today, even though we had the day off, I worked on my project, finding out information about Rob, and watching his show about him and Christopher Boykin, Rob's old body guard in 2003.
5/30/12
Today, I learned how to use lists for my project. Also, I began writing a poem for my project.
6/1/12
Today, I finished my poem, and learned how to make my wiki look better. Also, I began the next genre for my project, a journal.
6/5/12
6/7/12
For this last reflection, you should choosefourof the nine questions listed here: Why did you choose your topic? Are you still happy with your choice?
I choose my topic because I knew a lot about my subject, and I knew a lot about what he did. I’m still happy about my subject. What goals did you have for your research? Did you meet those?
My main goal for the research was to find out something new about my topic. This didn’t happen because of the amount of information I already knew.
What facts about your topic interested you most? Did this kind of project help you get a better understanding of your topic than you might have with a more traditional kind of research paper? If so, why and in what ways did it help?
The fact that interested me most was that my topic built about 8 “Safe Spot Skate Spots.” Learning through this type of project helped me because I got to look in different places, and choose what types of genres I wanted on the project.
How much information did you collect? How easy or hard was it to find information?
I collected some information, but not a lot. The information was hard to find because the websites didn’t put in their authors name. What did you learn about the research process from this project? Consider: the best places to find certain kinds of information; what sources are most credible; the best order for conducting your investigation; how to record information and sources; anything else that you learned or that confirmed what you already knew. What strengths did you use as a writer in this project? What new strengths did you discover? What criteria did you use in deciding on the genres to include in your paper? What piece was the hardest or most challenging to write? Why? The most fun or interesting? Why? How did you decide on the organization of the pieces into a cohesive whole? Consider not only organization but use of transitional devices and packaging. What did you learn by working with your peers on revising and editing? Did they give you helpful advice? What was most helpful to you? What kinds of things did you learn from reading their pieces?
Score A Date 5/27/12 5 points _10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no journal entries at the time of scoring. Score B _ Date 6/4 7 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 pointsStudent is almost up to date with her/his journal entries.Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no new journal entries at the time of scoring.
Score C_30 pointsDate 6/8 25 points _10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no new journal entries at the time of scoring. Plus _10 points Student answered more than four of the final reflection questions with thoughtful and thorough responses. _8-9 points Student answered four of the final reflection questions with thoughtful and thorough responses. _5-6 points Students answered some of the final reflection questions. The responses answered the questions with little elaboration or insight. _ 4 points Student did not answer any of the reflection questions.
Process Journal
items you
worked on
and/or
completed
each day.
Thoughts
Reflections
Concerns
Inspirations
Contemplations
Why did you choose your topic? Are you still happy with your choice?
I choose my topic because I knew a lot about my subject, and I knew a lot about what he did. I’m still happy about my subject.
What goals did you have for your research? Did you meet those?
My main goal for the research was to find out something new about my topic. This didn’t happen because of the amount of information I already knew.
What facts about your topic interested you most? Did this kind of project help you get a better understanding of your topic than you might have with a more traditional kind of research paper? If so, why and in what ways did it help?
The fact that interested me most was that my topic built about 8 “Safe Spot Skate Spots.” Learning through this type of project helped me because I got to look in different places, and choose what types of genres I wanted on the project.
How much information did you collect? How easy or hard was it to find information?
I collected some information, but not a lot. The information was hard to find because the websites didn’t put in their authors name.
What did you learn about the research process from this project? Consider: the best places to find certain kinds of information; what sources are most credible; the best order for conducting your investigation; how to record information and sources; anything else that you learned or that confirmed what you already knew.
What strengths did you use as a writer in this project? What new strengths did you discover?
What criteria did you use in deciding on the genres to include in your paper? What piece was the hardest or most challenging to write? Why? The most fun or interesting? Why?
How did you decide on the organization of the pieces into a cohesive whole? Consider not only organization but use of transitional devices and packaging.
What did you learn by working with your peers on revising and editing? Did they give you helpful advice? What was most helpful to you? What kinds of things did you learn from reading their pieces?
Adapted from ©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project, Portsmouth, NH: Heinemann.
Process Journal Scoring Checklist
Total Process Journal Points /50 points
Score A Date 5/27/12 5 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no journal entries at the time of scoring.
Score B _ Date 6/4 7 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no new journal entries at the time of scoring.
Score C _30 points Date 6/8 25 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no new journal entries at the time of scoring.
Plus
_10 points Student answered more than four of the final reflection questions with thoughtful and thorough responses.
_8-9 points Student answered four of the final reflection questions with thoughtful and thorough responses.
_5-6 points Students answered some of the final reflection questions. The responses answered the questions with little elaboration or insight.
_ 4 points Student did not answer any of the reflection questions.